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Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School

Teachers College record (1970), 2008-03, Vol.110 (3), p.608-645

2008

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Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof

1, 2022

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Justification as a teaching and learning practice: Its (potential) multifacted role in middle grades mathematics classrooms

The Journal of mathematical behavior, 2012-12, Vol.31 (4), p.447-462

2012

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Mild Illness during Outbreak of Shiga Toxin-Producing Escherichia coli O157 Infections Associated with Agricultural Show, Australia

Emerging infectious diseases, 2017-10, Vol.23 (10), p.1686-1689

2017

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Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom

Journal of mathematics teacher education, 2008-09, Vol.11 (5), p.349-371

Staples, Megan E.

2008

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Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom

Cognition and instruction, 2007-01, Vol.25 (2-3), p.161-217

Staples, Megan

2007

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Molecular epidemiological typing of enteropathogenic Escherichia coli strains from Australian patients

Diagnostic microbiology and infectious disease, 2013-03, Vol.75 (3), p.320-324

2013

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An initial framework for the language of higher-order thinking mathematics practices

Mathematics education research journal, 2012-09, Vol.24 (3), p.257-281

2012

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Teachers' Contextualization of Argumentation in the Mathematics Classroom

Theory into practice, 2016-10, Vol.55 (4), p.294-301

2016

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Conceptualizing reasoning practices in the context of sociomathematical issues

The Journal of mathematical behavior, 2024-03, Vol.73, p.101124, Article 101124

2024

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Student Argumentation Work Sample Sorting Task and Teachers' Evaluations of Arguments

Mathematics teacher educator, 2021-02, Vol.9 (2), p.94

2021

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ADVANCING A TEACHER-CENTERED PERSPECTIVE ON SUPPORT-FOR-CLAIMS TERMINOLOGY

For the learning of mathematics, 2020-03, Vol.40 (1), p.28-35

2020

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Moving Students to “the Why?”

Mathematics teaching in the middle school, 2015-04, Vol.20 (8), p.484-491

2015

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This issue

Theory into practice, 2023-01, Vol.62 (1), p.1-4

2023

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This issue

Theory into practice, 2023-01, Vol.62 (1), p.1-4

2023

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This issue

Theory into practice, 2023-01, Vol.62 (1), p.1-4

2023

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Justification as an Equity Practice

The Mathematics teacher, 2020-02, Vol.113 (2), p.102-109

2020

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Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof

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Analysis of Invasive Nontypeable Haemophilus influenzae Isolates Reveals Selection for the Expression State of Particular Phase-Variable Lipooligosaccharide Biosynthetic Genes

Infection and immunity, 2019-05, Vol.87 (5)

2019

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Examination of phase-variable haemoglobin–haptoglobin binding proteins in non-typeable Haemophilus influenzae reveals a diverse distribution of multiple variants

FEMS microbiology letters, 2022-08, Vol.369 (1)

2022

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This Issue

Theory into practice, 2016-10, Vol.55 (4), p.275-278

2016

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This Issue

Theory into practice, 2016-10, Vol.55 (4), p.275-278

2016

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This Issue

Theory into practice, 2016-10, Vol.55 (4), p.275-278

2016

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Purposes and Perceptions: What do University Mathematics Professors See as their Role in the Education of Secondary Mathematics Teachers?

PRIMUS : problems, resources, and issues in mathematics undergraduate studies, 2010-11, Vol.20 (8), p.646-663

2010

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Characterization of the Phase-Variable Autotransporter Lav Reveals a Role in Host Cell Adherence and Biofilm Formation in Nontypeable Haemophilus influenzae

Infection and immunity, 2022-04, Vol.90 (4), p.e0056521-e0056521

2022

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Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School

Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof

Justification as a teaching and learning practice: Its (potential) multifacted role in middle grades mathematics classrooms

Mild Illness during Outbreak of Shiga Toxin-Producing Escherichia coli O157 Infections Associated with Agricultural Show, Australia

Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom

Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom

Molecular epidemiological typing of enteropathogenic Escherichia coli strains from Australian patients

An initial framework for the language of higher-order thinking mathematics practices

Teachers' Contextualization of Argumentation in the Mathematics Classroom

Conceptualizing reasoning practices in the context of sociomathematical issues

Student Argumentation Work Sample Sorting Task and Teachers' Evaluations of Arguments

ADVANCING A TEACHER-CENTERED PERSPECTIVE ON SUPPORT-FOR-CLAIMS TERMINOLOGY

Moving Students to “the Why?”

This issue

This issue

This issue

Justification as an Equity Practice

Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof

Analysis of Invasive Nontypeable Haemophilus influenzae Isolates Reveals Selection for the Expression State of Particular Phase-Variable Lipooligosaccharide Biosynthetic Genes

Examination of phase-variable haemoglobin–haptoglobin binding proteins in non-typeable Haemophilus influenzae reveals a diverse distribution of multiple variants

This Issue

This Issue

This Issue

Purposes and Perceptions: What do University Mathematics Professors See as their Role in the Education of Secondary Mathematics Teachers?

Characterization of the Phase-Variable Autotransporter Lav Reveals a Role in Host Cell Adherence and Biofilm Formation in Nontypeable Haemophilus influenzae

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